Student Perceptions and Experiences of Male and

Female Professors: A Gender Bias

EDUC 364
Life As a College Student Mini Study
Final Project

Abstract
This study investigates relationship between gender and a students
perceptions of a male versus a female professor at Bucknell
University. A total of five interviews were conducted as well as 3
observations. The results shows that perceptions directly effect and
correlate with a students experiences with the gendered professor.
The study finds that male professors are preferred to female
professors by the undergraduate students. The faculty were assessed
based on the themesofperceivedeffectivenessandcompetenceof
theirprofessors,theclassroomatmosphere,andthepositiverelations
availablewiththeirprofessors.Ingeneralitwasestablishedthat
maleprofessorsoncampusrankedhigheronallthreeofthese
categoriesbythestudents.Implicationsofthesefindingsfor
universityteachersarediscussed.

Introduction
Bucknell University is a private liberal institution founded in 1846 in central
Lewisburg,Pennsylvania.Thisuniversityshistorylikemanyotherschoolshavebrought
ittotodaysmodernviewoftheworldandpeople.Society,althoughgrown,stillhas
stereotypesandviewsaboutgenderthatmaybemoredifficulttooutgrow.Thisresearch
specificallyfocusesongenderperceptionsinthehighereducationalrealm.Iresearch
Bucknell students behaviors and perceptions about male professors versus female
professors.Itcanbesaidthatfemaleprofessorshaveadifferentplaceonauniversitys
campus.
Aimsofthestudy
MyresearchisspecifictothestudentsandfacultyoftheBucknellcampus.Itis
herethatIfocusonthestudentsperceptionsofandbehaviorsaroundmaleprofessors
andhowthatisdifferentthanfemaleprofessors.Thisaninterestingbutdifficultquestion
toaskconsideringnoparticipantwantstoadmithisorherperceivedgenderstereotypes.
Although, their behaviors and attitudes about female and male professors reveal and
obviousdifferencesontheBucknellcampus.Thisstudyshowsthatalthoughstudents
willnotstatethattheyperceivetheirfemaleprofessorstobedifferentthantheirmale
professors,theirbehaviorsintheclassroomsranbythedifferentgendersrevealthat
Bucknellstudentstaketheirfemaleprofessorslessseriouslyandfeelalessofasenseof
dominanceandstructure.
LiteratureReview

In a college research study of the students views of college teachers, it was

determinedthatthereassomebutnotmanydifferencesorinconsistentdifferencesacross
the study of male and female college teachers. The question was whether college
students views oftheirfemale andmaleprofessors were similar ordifferent.Under
controlledconditionsinpertinentlaboratoryresearch,collegestudentswereaskedtheir
perceptionsofpersonssaidtobecollegeteachers.Theseallegedteachersdifferedonlyin
gender.ThislaboratoryresearchstudybyFeldmanfoundthatthroughoverallevaluations
oftheallegedteachers,maleprofessorswererankedhigherthanfemaleprofessorson
their effectiveness. Although, male and female professors were rated equally on
knowledge,intelligence,scholasticability,andscholarship.Anotheraspectofthestudy
resultsshowedthatthemaleteacherandthefemaleteacherwerenotratedbystudentsas
differentintheirorganization;however,thefemaleteacherwasratedhigherthanwasthe
male teacher on preparedness while the male teacher was rated higher than was the
femaleteacheronseriousness.Thisisanimportantfindingbecauseitisfurtherexpressed
inmyobservationoftheclassroomrunbymaleprofessors andfemaleprofessors at
Bucknell University. It is suggested by the results that the students also rated the
professorontheirselfassuranceincorrelationwiththepresumedfitbetweenthefemale
andmaleteacherandthefieldinwhichheorshewasteaching.Thisisreviewedfurther
intheresearchonthemasculinityandfemininityoftheteacher.Itisthusunderstood
throughtheresearchthatmaleteacherswereviewedasfarmoremasculineifhewasin
thedepartmentofengineeringratherthannursing,butthefemaleprofessorwasviewed
asmorefemininewheninamasculinefieldsuchasengineering.Thusgenderishighly

consideredwhenevaluatingandperceivingaprofessor.Thisisimportanttotheanalysis
ofstudentperceptionsofmaleandfemaleprofessorshereatBucknellUniversitybecause
theyofferinsightastothedifferentlevelsgenderplaysoutintheclassroom.
Inanefforttobetterunderstandtheinfluenceofgenderstereotypicqualitieson
teacherevaluations,BasowandSilbergexploretheeffectofprofessorsextypingon
studentratingsofteachers.Theresearchconsistedofonlinequestionnairessubmittedand
completedby553menand527women.Thestudentswereaskedtoevaluatedprofessors
at their college. The results showed that male students rated female professors
significantlylespositiveratingsthantheygavetheirmaleprofessorsonalldependent
measures. Male students also rated female professors more negatively compared to
femalestudentsonscholarship,organization,enthusiasm,andoverallteachingability.
Although,femalestudentsdidratefemaleprofessorssignificantlymorenegativethan
theyratedmaleprofessorsoninstructorindividualstudentinteraction,enthusiasm,and
overallteachingability.Overall,resultssupportpredictionsthatprofessorsexinteracts
withstudentssexonstudentevaluationsofcollegeprofessors.Thisissimilartothe
resultshavefoundatBucknellUniversity,wherefemaleprofessorsareratedlowerthan
maleprofessors.Although,alltheprofessorswereratedatleastaverageoneachfactor,
sothefemaleprofessorsareperceivedaseffectiveteachers,despitebeingratedmore
negativelythanmaleprofessors.Becauseofgenderstereotypes,femaleprofessorsmay
beexpectedtobemoreaccessibleandwarm.Lessfavorableratingsofwomenaremost
likelytooccurwhenwomenareseenasnotfittinggenderstereotypes,inthiscaseby
participatinginasexatypicalprofession.

In a study that examines students perceptions of female and male sociology

faculty,MillerandChamberlinfindgenderdisparities:studentsmisattributeinanupward
direction the level of education actually attained by male professors, while they
misattributeinadownwarddirectionthelevelofformaleducationattainedbywomen,
evenwhenthefemalefacultyisafullprofessor. Withinthisresearchtheyunderstand
thatgenderstereotypes,suchasthefemalehelperversusthemaleleader,affectsocial
perceptions of gender appropriate education, including higher education, and other
experiences thatprepareyoungwomenand menforthe workforceandforforming
intimate,adultrelationships.Becausegenderisvisibleitinvitesstereotypingmorethan
otherpersonalcharacteristics.MillerandChamberlinsuggestthatgenderstereotypingis
fosteredfrompreschoolallthewaytograduateschool.Physicallyandsociallyvisible
cues are likely to trigger the useof personschema (stereotypes) instead of behavior
scriptswhentheinitialstudentinteractswiththeother(theprofessor). Theresultsof
theirresearchshowthattwiceasmanystudentsattributetheB.A.asthehighestdegree
attributed to female faculty members than their male counterparts, even though no
volunteer of the research study achieved less than the M.S. or M.A. degree. The
stereotyped status for the women faculty member, though she works in a research
university,isapparentlyateacherwhohascompletedtheB.A.orM.A.degree,rather
thanaprofessorwhohasattainedthePh.D.degree.Overall,thisstudyshowsapattern
ofgenderbias.Itissuggestedthatfemalefacultyaredevalued,ortheircredentialsand
statusareatleastdiscounted,bymaleandfemaleundergraduatestudents.Althoughthe
researchofstudentperceptionshereatBucknellUniversityarenotderivedfromhow

they attribute degree level with gender, this article does offer insight into how
undergraduatesstereotypeandperceiveprofessorsbasedongender.
To studythedifferences between the male studentsandthe femalestudents
perceptionofprofessors,TomkiewiczandBassresearchthestudentsprofessorsona
scalevariation.Thesubjectsareaskedtoranktheprofessorsonbothanegativeanda
positivescale.Itwasherethatadifferencederivedfromtheresultsduetothestudents
gender.Whilefemalesinthesampletendedtoviewuniversityprofessors,regardlessof
sex,asrelativelyhomogenous,malesdidnotagree.Malesindicatedthatwhilebothmale
and female professors are perceived as resembling professors in general, there is a
significantdifferencebetweenfemaleandmaleprofessors.Withinthediscussionofthe
research, it is determined that the business students have trouble accepting female
professorsandthatfemaleandmaleprofessorsareperceivedsomewhatdifferently.The
researchshowsthatthoseprofessorswhowereperceivedassuccorantandnurturingwere
femaleprofessorsandthesequalitieswerevaluedbyethestudents.Femaleprofessorsare
of course worthy of being university professors, but they are not male university
professors. This is further shown in the tables that distinguish the salary difference
betweenfemaleandmaleprofessors.AlthoughIdonothaveaccesstothesalariesofthe
professorshereatBucknellUniversity,myresearchhasshownthatthereareevident
differencesbetweenhowthestudentsperceivetheirmaleandfemaleprofessors.This
evendifferentiateswhenconsideringthegenderofthestudentsandhowtheyperceive
theirprofessors.
DataCollectionMethod

Thefollowingresultsanddatawerecollectedfrom4participants atBucknell
University.Usingindepthinterviews,thefollowingstudentparticipatedinrecordedone
ononeinterviewsansweringpreparedandfollowupquestionsabouttheirperceptions
andexperiencesaboutmaleandfemaleprofessorsontheBucknellcampus.Indepth
interviewswereusedbecausethisapproachcanbettergraspthestudentsexperiences
throughtheirnarrativesandselfreflections.Interviewsallowtheparticipanttoknowthe
purposeofthestudyandanswerthepreparedquestionsconcerningthetopicathand.The
interviewswereoneononeandtookplaceinvariousisolatedplacesaroundcampus.
Placedsuchasoffices,livingrooms,andisolatedplaces inthelibrary.Theisolation
allowsforquietnessandfortheparticipanttofeelcomfortable.Theparticipantswere
fourundergraduatestudentsofBucknellUniversity.The5interviewsconsistedoftwo
interviewswithmalestudents,includingafollowupwiththefirstinterviewee,andtwo
interviewswithfemalestudentssummingupto5totalinterviews.Ichosetointerview
students of both maledominated fields on campus and female dominated fields on
campus. These fields included political science, international relations, engineering,
education,sociology,andpsychology.Thisbroadenedtheexperienceseachstudenthad
withbothfemaleandmaleprofessors.Thequestionsforeachinterviewdiffered,butthe
themesdevelopedintowhateachstudentsexperiencesandperceptionswerewithamale
professorandfemaleprofessors?Doesthestudentpreferaprofessorofacertaingender;
describingexperienceswithbothmaleandfemaleprofessors;whatatypicalclassislike
withafemaleormaleprofessor;hastherebeenanynoticeabledifferencesbetweenmale
andfemaleprofessorsandtheirclassrooms;whataresomestereotypesassociatedwith

maleandfemaleprofessors;whatisthestudentsoverallevaluationorperceptionoftheir
maleandfemaleprofessorsandhowdotheydiffer?Observationswerealsoincludedin
theresearchmethodology.Therewereatotalofthreedirectparticipantobservations.I
observedtwoBucknellclassroomsranbyfemaleprofessorsandoneclassroomranbya
maleprofessor.Iparticipatedintheobservationsandmyfieldnotesconsistedofthe
environment,thestudents,therelationshipsbetweenthestudentsandtheprofessor,the
size and quality of the class, and the perceived differences between the female ran
classroomsandthemaleranclassroom.Themethodsallowedforenoughdatatomakean
analysisonthestudentsperceptionsandbehaviorsoffemaleversusmaleprofessorsat
BucknellUniversity.
DataAnalysisMethod
The field notes for the observations were hand written then organized for an
electronic copy. The in depth interviews were recorded by an audio recorder then
partiallytranscribedandcoded.Thefirstinterviewwascompletelytranscribedtostartthe
coding process. It was in the first interview that general themes came up such as
classroomexperience,genderstereotypes,andstudentprofessorrelationship.Thenext
fourinterviewswerecompletelyrecordedbutonlyimportantandsubstantialpiecesofthe
interview were transcribed and coded. The first codes were used to guide the next
interviewquestions.Thisledthestudytobecomefocusedonexperiencesandperceptions
ratherthangeneralstudentperceptionsoftheirprofessors.Itwasherethattheinterviews
becamemorenarrative.Theparticipantswereabletotellmorestoriesandsituationsin
which they observed differences between their experiences with male and female

professors.
DiscussionandFindings
TheoverallfindingsoftheresearchsuggestthatBucknellstudentsprefermale
professorstofemaleprofessors.Althoughtheparticipantswerereluctanttoblatantlystate
theirgenderpreferencesinprofessors,throughthenarrativesintheirinterviews,itwas
establishedthattheyhaveapreferenceforvariousreasons.Theinterviewswerecoded
and the dominant themes that kept resurfacing were the perceived effectiveness and
competence of their professors, the classroom atmosphere, and the positive relations
availablewiththeirprofessors.Theparticipants(studentA,studentB,studentC,and
studentD)describedtheirexperiencesintheclassroomandhowthateffectedtheway
theyperceivedtheirprofessorsincontextoftheirgender.
PerceivedEffectivenessandCompetence
Theparticipantswereabletousetheirexperiencestoexplainhowtheyperceived
their professor and their gender. The theme of effectiveness and competence was
somethingtheparticipantswarytotalkabout,butoncecomfortabletheywereableto
articulatetheiropinion.Theywereaskedwhotheirfavoriteprofessorwasandwhy.With
theexceptionofonestudent,theotherthreestudentshadafavoriteprofessorthatwasa
male. They generally said that an effective professor was one who, like student A
(politicalscienceandinternationalrelationsdoublemajor,male)said,knewwhatthey
wereteachingandhad[was]passionateabouttheirworkandthetopic.Thestudent
expectedthattheprofessortohavemasteredthesubjectandhaveadesiretoteachit.

Student C (education and psychology double major, female) also established that an
effectiveprofessorenjoywhattheyaretalkingabout.Whenaskedwhomwastheir
worstprofessorandwhy,thestudentscouldeasilypinpointdetailsandexperiencesthey
hadthatturnedthemofftothestyleofaprofessor.StudentD(sociologyandpsychology
doublemajor,female)explainedthatsheneverpreferredfemaleprofessorsbecauseshe
feelstheyaresodisorganized.WhenIaskedhertoexplainshetoldaboutanexperience
shehadwithseveralfemaleprofessors:
IdontknowwhybutIjustdontlikethem.ItmightbebecauseIamfemale
too,butIjustthinktheyarenteffectiveandverydisorganized.Ioncehada
professorwhowaseverywhere.Ifeltliketherewasnofluencyintheclass.She
wouldtellusonething,andthenwewouldgettestedonanother.Ireallythought
shewascrazy.Ithenhadanotherprofessor;Idontthinkshelikedme.Itwaslike
shehatedbeingwrong.Ithinkbecauseshesfemaleshefeltlikeshehadtotryto
beIguessmoremasculineintheclassroom.
Student D expressed that she felt female professors were not effective in the
classroom.Sheexpressedthattheclassroomneeds tobeorganizedandthatstudents
cannotbeexpectedtoread[theprofessors]mind.Iusedthisthemetoguidemyfollow
upinterviewwithstudentAagain.Iaskedwhatanineffectiveprofessorlookedlike,and
ifhehadeverhadone.HeexplainedthatatifattheendoftheweekIdontknowwhat
isgoingonintheclassroomandIsoughtouthelp,thenthatishowIknowtheyarenot
effective professors. When asked if gender has ever effected their perceptions of
competenceoreffectiveness,thestudentswerewarytogiveastraightanswer,butstudent
Dgaveinsightintothequestions.Shesaiditisnotfairtoassumeanythingabouta

professorbecauseofhisorhergender,butshecanunderstandwhysomeonewould.
Female are often stereotyped as being incompetent or less effective than males. She
explainedhowthisdatedbackinAmericanhistory,butherexperiences withfemale
professorshasledhertoquestiontheircredibility.Sheexplainsthatshehadafemale
professorswhowassooutofit,Iwonderedwhyshewasteachingacollegeclass.This
wasalsoseeninmyobservationsoftheclassroom.Iobservedaclassranbeafemale
professor.Theclassroomwassmallwithonly8otherwomen.Theprofessorattemptedto
givealecturewithdiscussion,butallofheropenendedquestionsweremetwithheads
down and silence. She tried to incorporate conversation but no one spoke, they just
copiedwhatshewaswritingontheboard,thenleft.Thewomenwerebeingdisrespectful
bynotansweringherquestionsandnotlookingherintheeyes.Somewereonthey
computers or phones and not giving he much attention. It is clear the students do
associategenderwithcompetenceandeffectiveness;thiseffectstheirbehaviorinthe
classroom.
Styleofteaching
Thereisalsoanaspectofhowtheclassroomsaretaught.Thestudentsassociated
theeffectivenessofteachingwiththestyleofteachingtheprofessorsused. StudentA
andStudentB(engineeringmajor,male)saidmostoftheirclasseswerelecturestyle
classes.Theyhavehadthealternatives,butpreferredlecturestoanythingbecausethey
preferredtojustreceivetheinformationandprocessitthemselves.Theysaidmostof
theirclassroomsranbymaleprofessorswerelecturestyleclasses.Thisshowedthemthat
theylovedtheirsubjectfieldandwerecompetentinthetopicenoughtospeakaboutitfor

solong.StudentDsaidthatmostwomenrandiscussiontypeclassrooms.Shedidnot
minddiscussiontypeclassrooms,butitwaseasytogetofftrack.Thismightexplainwhy
studentDbelieveclassroomsranbyfemaleprofessorsweresodisorganized.
ClassroomAtmosphere
In comparing female professor to male professors, the participants used the
classroomatmospheretoexplainthedifferencesintheirexperiences.StudentBexplains
hisexperienceinbothamaleandfemaleprofessorsclassroom:
BecauseIamanengineerIhaveclasswithalotofthesamepeoplesoitisthe
samegroupofstudentsbutIthinkweactdifferentlyinaclassroomranbya
woman.LastyearIhadaclassranbyafemaleandamale.Whenwewereinthe
classranbythefemalewewerealotmorerowdy.Shewouldtellustobequiet
and settle down, but we would just get crazy againIn the same group of
students,whenwewenttotheclassranbythemaleprofessor,wewerequietand
focuses.Wewereneverrowdyinthatclass.
StudentDsstoryclearlyexplainsthatalthoughthestudentswontsaythatthey
perceive their professors different based on gender it is clear that they treat them
differently.Thesamegroupofstudentstreatthefemaleprofessordifferentlythemthe
maleprofessor.Thisisbecausethestudentsdonottakethefemaleprofessorseriously.
Thereisanoveralldifferentclassroomenvironmentwhentheclassisranbyafemale
professor. I observed this in a class ran by a female professor. In this participant
observation,theteacherallowedthestudentstocomeinantalkandgetsettleddown
beforeshestarted.Theclassusuallystartedtwoorthreeminutesafterthescheduledtime.

Theclasswassetupinacirclefordiscussion.Shehadalreadyaskedtheclasstosettle
downaswegotstarted,butastudentwasstilltalkingtoanotherfromacrossthecircle.
Hesaidhehadsomethingtogivehim.Sheaskedhimtowaitanddoitafterclass.She
startedtalkingandhergotupandwalkedacrosstheclasstogivesomethingtotheother
student.Shehadtostoptalkingashewalkedacrosstheroom.Shesarcasticallyaskedif
thatwasthatimportant.Heshruggedandlaughed.Iperceivedthisasverydisrespectful.
It is evident that when the female is in front of the classroom there is a different
environmentthatallowsformorefreedomofthestudentstodoastheyplease.
StudentCexplainsthatsheprefersfemaleprofessorsbecausetheytendtobe
nicer.Sheexplainsthattheirclassroomsaremorewelcomingandthatastudentsisable
tospeaktheirmindsanddoastheyplease,knowingtheywillnotbejudged.Thisisa
wonderfulaspectofaclassroom,theproblemisthatthestudentsatBucknellUniversity
are taking advantage and allowing female stereotypes to cloud their perceptions and
behaviors.StudentAexplainshowhehasheardsuchstereotypesinconversationabout
femaleprofessors.Whendecidingwhatclassestotakehehasheard,yea,takethatclass,
shes easy and doesnt take attendance. Student A suggest that some students at
Bucknellperceiveaclasstobeeasierbecauseitisranbyafemaleprofessors,meaning
thatfemaleandmaleprofessorsteachdifferently.StudentAsexplanationisnotnewto
theearsofacollegestudentatBucknell.Professorsareconstantlyperceivedbytheir
gender. Student D explained how she chose classes for next semester based on the
professorsgender.Therewasthisclassthatwasofferedbybothafemaleandamale,I
chose the male because I prefer them. I focus better because their classes are more

organized.Itisperceivedthattheclassroomenvironmentofafemaleprofessorismore
laxncontrasttoamaleprofessorsclassroomenvironmentthatismorestructuredand
organized. The fact that Bucknell students perceive these things suggest that their
experiencesaretooreflectiveoftheirbeliefs.
PositiveRelationships
StudentAhasnothadmanyclasseswithfemaleprofessors,butprefersmalesto
female professors because he has made great connections with a few of the male
professorshehashad.Hisstoryissimilartotheotherstudentparticipants.Whenaskedin
theinterviewwhethertheyhavedevelopedrelationshipswithanyoftheirprofessors,
studentsBandDsaidyeswithmaleprofessors,whilestudentChasagreatrelationship
withafemaleprofessoroncampus.StudentBsayshehastwoprofessorshehasgreat
relationshipswith.Hesayshehadthemhisfreshmanyearandstillseesthemtothisday.
Hesaidtheyaremaleandwenttoofficehoursandreallygottoknowthem.Hesaysitis
easiertotalktomaleprofessors:
Theyareeasiertotalkto.ItmightbebecauseIamamaletoo,buttheyreally
careaboutmyexperienceintheclassandwhoIamTheyaskmequestions
aboutmyhomebackinCalifornia.IamnotsureifIwouldbesocomfortable
withafemaleprofessor.ItmightbebecauseIenjoyedtheirclasstoo.
ThreeoutofthefourstudentsIinterviewedsaidtheyhadbetterrelationshipswith
maleprofessorsandnotfemaleprofessors.StudentD,afemale,reportedhavingbetter
relationshipwithamaleprofessor.StudentDisalsointheclassIobservedranbyamale
professor.Itwasthatprofessorthatshesaidshehasagreatrelationshipwith.Sheisa
seniornowandexplainsthatshehadhimherfreshmanyearandreallyenjoyedtheclass.
Heenjoyedthesubjecthetaught,andthatwasthesubjectshehopedtofocusonfora

career.Shesaidheattemptedtomakeconnectionswithhisstudentsinclass,soshefelt
morecomfortabletalkingtohimoutofclass.Theseexperiences donotsuggestthat
femaleprofessorsarenotapproachable,buttheydoshedlightonwhysomestudentsare
more comfortable talking to and developing relationships with male professors over
femaleprofessors.Theserelationshipsarekeytotheperceptionsstudentsdevelopabout
professors. Positive relationships offer good experiences with a professor, which can
resultinthebreakingdownofgenderstereotypesandassumptions.
Conclusion
Thisstudyshowsapatternofgenderbiasthroughtheperceptionsandexperiences
Bucknellstudentshavehadwithbothmaleandfemaleprofessors.Studentspreferfemale
professorstomaleprofessorontheBucknellUniversitycampus.Itispossiblethatthe
studentsattributionsshowastereotypicalgenderbiasbecausemaleclassroom
instructorsareperceivedtooffermoreeffectivenessandcompetenceintheclassroom,a
betterclassroomatmosphere,andbetteravailabilityforpositiverelations.Whetherthere
isadifferencebetweentheperceptionsandexperiencesofmaleanfemaleprofessorsat
BucknellUniversitywasanalyzedandtheparticipantsandobservationsrevealthatthere
isagenderbiaspresent.Studentsprefermaleprofessors.Theseperceptionscanbe
changedbytheexperiencesandawarenessofferedoncampus.Thereneedstobemore
discussionongenderbiasandstereotypes.Itissimpletodatethembacktothelast
century,buttheyarepresenttoday,ontheBucknellcampus.Toopenupadiscussioncan
breakbarriersandallowspeopletolearnaboutothersexperiencesandperceptionsthat
maychallengetheirown.ItisherethatwewillfindthefutureofBucknellUniversity.

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